Use of Inquiry-Based Approach in Teaching and Learners’ Performance

This study examined the use of the inquiry-based approach in teaching and learners’ performance among public elementary schools. Specifically, it determined the demographic profile of teacher-respondents in terms of age, sex, educational attainment, and length of service; assessed the extent of the use of inquiry-based approach in teaching in terms of questioning strategies, learner participation, problem-solving activities, and collaborative learning; evaluated the level of learners’ performance in terms of classroom participation, critical thinking, academic achievement, and learning engagement; and determined the significant differences in the use of inquiry-based approach and learners’ performance when respondents are grouped according to profile variables. The study also examined the relationship between inquiry-based teaching and learners’ performance.
A quantitative descriptive-correlational research design was utilized in the study. The respondents were public elementary school teachers during School Year 2025–2026. Data were gathered using a researcher-made questionnaire and learners’ performance records and analyzed using frequency and percentage, mean and standard deviation, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho correlation.
The findings revealed that the extent of inquiry-based teaching practices was generally high, while learners’ performance was moderate to high. Significant differences were found in inquiry-based teaching practices according to age and length of service, while learners’ performance significantly differed according to length of service. Moreover, a significant moderate positive relationship was observed between inquiry-based teaching and learners’ performance (ρ = .398, p = .002).
The study concluded that inquiry-based teaching significantly contributes to learners’ classroom participation, critical thinking, and academic engagement. It is recommended that schools strengthen teacher capability-building programs on inquiry-based instruction and provide continuous professional development opportunities to improve learners’ educational performance

inquiry-based approach, learner performance, classroom participation, critical thinking, inquiry instruction, elementary education

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